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http://dx.doi.org/10.7468/mathedu.2021.60.1.41

The effects of peer tutoring on the mathematics learning achievements and affective domain by meta-analysis  

Jo, Chang Ho (Korea University Graduate School of Education)
Choi, Song-Hee (Korea University Graduate School)
Kim, Dong-Joong (Korea University)
Publication Information
The Mathematical Education / v.60, no.1, 2021 , pp. 41-59 More about this Journal
Abstract
The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.
Keywords
peer tutoring; meta-analysis; effect size; mathematics learning achievements; mathematics affective domains;
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